Course description Postgraduate Certificate in Education Specialist Tutor (ITE Tutor) Job and Person Specification The Open University Postgraduate Certificate in Education (PGCE), is available in England, Wales and Northern Ireland (this course is not currently available in Scotland*, Channel Islands or Isle of Man). This is a postgraduate 11-16 teachereducation course that offers an individual path to qualified teacher status (QTS) and a PGCE. It is designed to meet the needs of people who cannot enter teaching by conventional routes and who need flexible study patterns, with a range of start and end dates and the possibility of full-time or part-time study. Taking account of the knowledge and experience they already have, students take a personalised route through a modular programme and school experience in regional partner schools, with training, support and assessment by OU tutors and school mentors. *The Open University is also a provider of the PGDE in Mathematics in Scotland with full and part-time options. The role and duties of the Specialist Tutor Specialist Tutors appointed to the PGCE programme will be experienced secondary subject specialist teachers whose role will be to teach, support and assess student teachers of the 11 to 16 age range. The following six secondary subjects are offered: Geography Design and Technology (all focus areas) Mathematics Modern Foreign Languages - (the University has a particular shortage of tutors who have German with French) Music Science (specialising in Biology, Chemistry or Physics) Specialist Tutors play a key role in supporting student teachers engagement with the open learning dimension of the Open University s Initial Teacher Education programme. They ensure, through liaison with the school-based subject mentor, that the student s individualised training plan provides a coherent framework for the student teacher development towards the Standards required for the Post Graduate Certificate in Education and Qualified Teacher Status. Tutors assessment role involves leading on the assessment of subject knowledge and assignments, and liaison with school-based staff recommending interim and final assessment against the outcomes for PGCE and QTS. The tutor will provide support by: maintaining an overview of their student teachers ITE experiences visiting their allocated student teachers on each school placement. (Please note each student completing the full course requires four, full day visits over the whole course) teaching through e-communication, school visits and feedback on assignments
working with their student teachers, sharing professional expertise and experience and analysing classroom and research evidence contributing to the assessment of their student teachers progress towards the standards for PGCE and QTS through observing teaching, reviewing schoolbased evidence and marking assignments preparing student teacher references supporting the preparation of career entry and development profile, or equivalent, for induction briefing school-based mentors about the structure and content of the OU ITE Programme and providing support when needed co-assessing with school mentor and school co-ordinator to ensure moderation of student teacher assessment monitoring school-based training and assessment for quality assurance purposes on behalf of the OU ITE Programme contributing to annual course evaluation and reviews A copy of the ITE Tutor person specification is attached as Appendix 1. General Information New tutors receive an initial briefing once they have been contracted to support a student teacher. Tutors are supported by the subject leader, and have access to an electronic forum where they can discuss issues with more experienced tutors. All tutors are expected to attend Tutor Briefing days which take place once or twice each year and are held on a Saturday. Tutor Briefings give tutors the opportunity to update their knowledge of the programme with any recent developments, ensure consistency of judgements in relation to assessment of student teachers and quality assurance of the programme. Tutors will also be expected to undertake on-going professional development and training as required in line with the role and responsibilities of the post. Tutors may also contribute to the PGCE day schools, both subject-focused and generic. Payment and workload Payment is based on the tasks tutors complete for their student teachers as they progress through the course. Payments cover time spent supporting students online, and over the telephone, portfolios marked and school visits, briefing mentors and attending Tutor Briefing days. Also covered are payments for the preparation of references and career entry and development profiles, or equivalent, and e- communication. All duties, with the exception of school visits, can take place outside normal school working hours. There are other payments, such as a contribution towards the cost of computing. The number of students allocated to a tutor depends on the capacity of the tutor and the number of student teachers in the geographical location. The overall payment to tutors depends on the number of students tutored and the route that the students are following through the programme. As a rough guide, a tutor who is allocated a student undertaking all levels of the course may receive payment of over 1500 spread over the student s programme, which could be up to 2 years.
How to apply Applications are not always required for every subject in each Regional location, but due to the flexible and unpredictable nature of the programme, it is difficult to predict the areas in which tutors are needed at the point of processing applications. Completed application forms should be sent to: al-applications@open.ac.uk Please note that the PGCE programme is not available in Scotland. The PDGE in Mathematics is, however, available in Scotland (August presentation only). Applicants for the PDGE in Mathematics are invited to send their completed applications as above. Presentation pattern for the PGCE programme There are presentation start dates in January, March, May, July, September, November. The PGDE in Mathematics (Scotland only) is presented in August. ITE Job Descriptions: Design & Technology: Design & Technology tutors need to be able to support students across all the material areas within design and technology whilst being a specialist in one or two areas. They should demonstrate up-to-date knowledge about materials, equipment and processes, have some knowledge of industrial practices and have some knowledge of the use of ICT hardware and software specific to design and technology. They should be aware of values, social and cultural issues and vocational issues within design and technology, hold relevant and appropriate health and safety qualifications and be aware of good practice in the teaching of design and technology. If you are applying to teach this course please use the course code EXT885. If EXTW885. Geography Geography tutors need to have successful experience of a wide range of teaching approaches, including ICT: both in and out of the classroom. They should be sympathetic towards helping student-teachers learn and teach through enquiry, should encourage student-teachers to explore new ideas, and should encourage them to reflect on their achievements. If you are applying to teach this course please use the course code EXG885. If EXGW885.
Mathematics Mathematics tutors need to have successful experience of a wide range of teaching approaches that engage children in mathematics and meet the needs of all. They will be ICT confident and either have experience of its use within mathematics or be willing to develop that skill. They should also be sympathetic to student-teachers learning through enquiry, encouraging mathematics students to investigate, test and reflect on the full range of theoretical and practical ideas offered on the course. If you are applying to teach this course please use the course code EXM885. If EXMW885 or EXMS885 if you are applying to teach this course in Scotland. Music Music teachers need to demonstrate a commitment to a music-for-all curriculum. In addition, they will require knowledge of, and skills in, the use of music technology in the curriculum and a broad knowledge of a wide range of musical styles and cultures and the role they play in the music curriculum. If you are applying to teach this course please use the course code EXN885. If EXNW885. Modern Foreign Languages (French, German, Spanish) Modern Foreign Language tutors need to have successful experience of a wide range of teaching approaches, including the use of ICT and be able to offer a specialism in at least one, but preferably two, of the OU PGCE s target languages French, German or Spanish. They should encourage student-teachers to explore, test and reflect on the full range of theoretical and practical ideas offered on the course. If you are applying to teach this course please use the course code EXL885. If EXLW885. Science Science tutors need to have successful experience of a wide range of teaching approaches across the sciences at secondary school level, including the use of ICT. They should also be sympathetic to student-teachers learning through enquiry, encouraging science students to explore, test and reflect on the full range of theoretical and practical ideas offered on the course. Science tutors support student teachers in all science specialisms. It is not necessary to apply to tutor on all science course codes. If you are applying to teach this course select one course code only. The course code that you select should indicate your own specialism in science. Physics: EXP885 or EXPW885 if you are applying to teach this course in Wales. Chemistry: EXC885 or EXCW885 if you are applying to teach this course in Wales. Biology: EXA885 or EXAW885 if you are applying to teach this course in Wales.
Appendix 1 ITE Tutor Person Specification: Qualifications, experience and knowledge Essential First degree or equivalent in relation to subject applying to tutor and evidence of on-going professional development linked to subject Knowledge of what constitutes masters level work and academic writing through for example, a higher degree or equivalent professional study or experience Qualified Teacher Status Recent experience of teaching subject in secondary phase (KS3 and KS4) or of working in secondary ITE in subject Demonstrable evidence of being excellent classroom practitioner Knowledge of current educational developments, initiatives and subject pedagogy Experience of supporting professional development of teachers and/or student-teachers (either in school or HEI) Competent in the use of ICT Desirable Higher degree in subject or education Experience of working in ITE (either school-based training or HEI) Knowledge of current regulations in relation to ITE Tutoring/ experience and approaches An appreciation of how adults learn and distance education Ability and willingness to promote learning of adults through correspondence, telephone, face-to-face and electronic tuition Ability to work with student-teachers from diverse educational, cultural and work backgrounds Commitment to student-centred learning An appreciation of the relationship between theory and practice and a commitment to it The ability to evaluate teaching and written work against a set of criteria / standards Experience in adult distance learning Experience in academic counselling or potential to develop academic counselling skills Broad appreciation of study skills Attitude to Professional development Personal qualities and skills Commitment to on-going professional development Willingness to learn and listen to advice and act on constructive feedback Enthusiasm for teaching and learning in subject Interest in initial teacher education and the role of the HEI Ability to analyse and critically evaluate practice Understanding and commitment to equal opportunities policies and practices Organised and systematic approach to work including ability to keep accurate records, follow procedures and meet deadlines Potential for working successfully with other tutors and student teachers and school staff Good interpersonal and communication skills (oral and written)
Other Access to a multimedia PC with the appropriate specification and Internet access (see personal computing document for specifications) Available and accessible to students Able and willing to travel to schools to undertake school visits and to designated centres Available for briefing and training sessions